An investigation into teachers choice and use of games in teaching english to young learners at some primary schools in hue city

CHAPTER 1: INTRODUCTION This chapter introduces the setting of the problem of the study Then the research questions that the study based on are listed The purposes as well as the scope of the study are also reported The last part of this chapter presents the brief outline of the research 1.1 Background Considered as an international language, English is as the bridge which links people together, helps them closer and understand each other more easily Particularly, in the globalization nowadays, English becomes more and more important It is a fundamental condition to get a good job, to catch up with the development of the society in every field, especially in the science and technology Therefore, learning English as a second language is more and more paid attention, especially as for the young learners As Scott (1998) mentions, the importance of teaching English to young learners has been especially emphasized in the recent years Teaching English to the adults has many problems, but the adult learners are aware of their study, they have purposes of learning However, young learners are different from the adults, because they are still developing cognitively, linguistically, physically and emotionally (Moon, 2005) They have not been aware of their learning yet, they even not really know why they should learn English In fact, young learners not have clear purposes to learn English like the adults Moreover, they cannot maintain their attention too long nor understand all the complex rules and theory; therefore, young learners are easy to feel bored if they not find any interests in the learning process In addition, because the social competition is fierce, the parents expect their children to be the best The students’ burden of study is heavy, their pressure is increasing gradually and they are tired of learning Thus, it is necessary to find a suitable way to keep students’ interest and help them learn English more effectively and comfortably Among a lot of strategies teachers have used, using games is considered as one of the most effective ways to teach young learners English better As Lee (1995, p.35) said: There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning This is a misconception It is possible to learn a language as well as enjoy oneself at the same time One of the best ways of doing this is through games There is the fact that most learners enjoy games, especially the young learners Playing games is the nature of the children, they “love to play, and learn best when they enjoy themselves” (Scott & Ytreberg, 1998, p.3) Games help students recycle new language aspects naturally, and games can be fun, competitive, challenging or relaxing, especially to children There are many reasons to use games in teaching young learners such as games relieve tension for the child, games increase their interest, games help young learners feel better about themselves or games help them retain new information for a longer period of time, etc As Chan & Lin (2000) emphasized students’ motivation and confidence could be enhanced in the process of playing games when they achieved the learning goal in a relaxing environment Moreover, using games in teaching can maintain the attention of students more easily because having fun will satisfy an inborn predisposition towards attentiveness in human subjects (Deesri, 2002) The game is also a useful tool to improve children’s vocabulary acquisition in a natural way (Angelova & Levoka, 1995) Kuo (cited in Briody, Shang & Wang, 2011) also further mentions that games have always been a popular tool in an English class to create interest and wake uninterested students up Obviously, using games in teaching English is always supported by the English teachers and learners all over the world In the mainstream of the whole world, the teaching and learning English at the primary schools is paid special attention The teaching of English at primary schools has been expanded nationwide, initially from big cities to many other towns, localities and even to rural areas On August 17th, 2010, the Ministry of Education and Training of Vietnam made the announcement N.4919/BGDDTGDTH about the direction for the school year 2010 - 2011 applied for primary school According to this latest regulation, students at primary schools will learn English from grade to grade and at least periods per week The requirement of the Moet to English teaching at the primary schools is to develop the communicative ability for children through the variety of teaching activities Therefore, the teachers also try their best in designing activities, applying visual aids and technology in teaching, finding the more effective ways to improve the quality of teaching and learning English Although games have been used in the teaching English to young learners for a long time, they are really paid attention in recent years Many studies have been carried out to investigate the effectiveness of using games teaching English to young learners, and most of the results showed that games are always approved by both teachers and learners However, because of the difference in learners’ characteristics, the lack of teaching facilities as well as the limited of teaching time, most of the teachers always want to explore the effective ways to choose and use games in the teaching English to young learners efficiently Thua Thien Hue is one of the first provinces to be chosen to teach English at primary schools English teachers in Hue usually have chances to gain more experience and improve their teaching through the training courses held annually The teaching aids such as computers, projectors, video, etc are always useful for their teaching and using games seems indispensable But how the teachers at the primary schools in Hue choose and use games and whether their choice and use of games are suitable in order to help the young learners learning English better or not To solve this problem, the researcher carried out the study to explore the teachers’ choice and use of games in teaching English to young learners at some primary schools in Hue city 1.2 Topic “An investigation into teachers’ choice and use of games in teaching English to young learners at some primary schools in Hue city” 1.3 Aims of the study This study is carried out with the aims of exploring the teachers’ perception on using games in teaching English to young learners In addition, the research also discovers the ways teachers in some primary schools in Hue city choosing and using games in their teaching English to young learners in reality Basing on the finding results and suggestions from the teachers, some possible solutions will be recommended in order to make the teachers’ choice and use of games in teaching English become more beneficial to young learners 1.4 Research questions In order to fulfill the research aims, this study was conducted according to the following research questions: What are teachers’ perceptions about the role of games in teaching English to young learners? How have games been chosen and used to support teaching English to young learners at some primary schools in Hue City? What are suggestions for choosing and using games? 1.5 Significance of the study Up to now, there have been many researches about the effectiveness of using games in teaching English in general and teaching English to children in particular However, most studies mainly focused on the benefits of using games in teaching English as well as exploring the difficulties using games in teaching process This study, therefore, is supposed to gain some insights into the specific area that the teachers’ choices and use of games in teaching English to young learners Besides investigating the teachers’ perceptions on choosing and using games in teaching English to young learners, this study also explored the way that teachers choose and use games in teaching English to young learners in reality It is expected that this study can contribute further useful ideas to the primary teachers so that they can select and use games in teaching English more effectively 1.6 Scope of the study This study conducted in some primary schools with 30 teachers and 100 students from some primary schools and foreign languages institutions in Hue: Tran Quoc Toan, Quang Trung, Phu Cat, Phu Hoa, Phu Thuan, Phu Binh, Thuan Thanh, Thuan Loc, Le Loi and Vietnam – America English Center 1.7 Brief outline of the thesis The thesis consists of five chapters as follows: Chapter 1: Introduction This chapter presents an introduction to the briefly main contents of the whole thesis It includes the background of the study and explains the reasons why the researcher chooses this area for this study Then the research questions, scope of the study and structures of the thesis are stated Chapter 2: Literature Review and Theoretical Background In this chapter, the related studies are briefly summarized and analyzed Then, the researcher provides some theoretical background which provides some definitions of games, defines the young learners, mentions the effectiveness of using games as well as indicates the ways to choose and use games in teaching English to young learners effectively Chapter 3: Methodology Chapter presents the methodology based on which the study was carried out To this research, both qualitative and quantitative are chosen The participants, the instruments and data collection procedures as well as the tool using to analyze the data are also presented Chapter 4: Findings And Discussion This chapter has presented an analysis and discussion of the results from investigating teachers’ choice and use of games in teaching English to young learners at some primary schools in Hue city The result will be analyzed basing on the research questions and presented in tables and charts Chapter 5: Conclusions And Implications The last chapter deals with the study summary, implications for the teachers and administrators, some limitations of the study and suggestions for further study CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND This chapter divides into two main parts The first part reviews the critical points of current knowledge which relate to the field of study The second part will give some theoretical background of the study which includes the definition of games, the characteristics of games for young learners as well as the reasons to use games in the classroom In addition, the classification of games, ways to choose appropriate games and when games should be used will be presented 2.1 Review of the previous studies Using games in teaching English in general, and teaching English for children in particular is now very popular Many researches are conducted to investigate the advantages of using games, the impact of using games as well as the ways to use games in teaching English effectively Concerning to the effectiveness of using games in teaching English, Chirandon, Laohawiriyanon & Rakthong (2010) reflected that students had significantly improved in vocabulary knowledge and ability to communicate Moreover, students also had positive attitudes towards learning English through games Regarding these results, they recommended that using games in teaching English was beneficial to beginners especially those in primary schools for young learners Focusing mainly on the students at the primary schools, Briody, Shang & Wang (2011) carried out the research with 50 students from the elementary schools in Taiwan The aim of the study is to investigate the relationship between the usage of games and students’ English proficiency They found that students had significant improvements in their learning motivation and vocabulary acquisition Moreover, students’ anxiety levels due to peer pressure were reduced when the lessons included games Games, therefore, have a great effect on the learning English of the young learners and it should be used in the teaching English to young learners more frequently Not just investigating the effectiveness of using games in teaching English in general; many researchers have deeply examined the impact of using games on the specific skill Among of them, the research of Khuat & Nguyen (2003) proved the effectiveness of learning vocabulary through games Most of the students showed their pleasant feeling and positive attitude towards learning vocabulary through games Moreover, learning vocabulary through games also helped students enrich their vocabulary and remember them longer Similarly, the research of Uberman (1998) also revealed that games were useful and more successful than other methods of vocabulary presentation and revision It is clear that using games in teaching not only brings the more interesting way to learn vocabulary but also helps students remember new vocabulary in an effective way Additionally, the teaching of English now focuses on developing the communicative skill for the learners Using games seems not only to make the learning more interesting but also to create the real context for communication Many researchers (Huang, 1996; Atake, 2003; Chen, 2005; Wang, 2010) reveal that using communicative games in the teaching helps students develop their communicative competence because they have chances to use the language to contact with their friends in the real context As Chen (2005) said, the competition in games gave students a natural opportunity to work together and communicate by using English with each other Wang (2010) also indicates that through processing creative game activities, learners experience language use for the purpose of truly meaningful communication Games are natural exposure and meaningful use of the target language while conducting communicative activities that motivate learners to take more interest in language learning and assist them to develop learner autonomy Using games in teaching English in general and teaching English for children in particular really bring many effectiveness and advantages Therefore, the research on this topic always attracts a lot of attention Many researchers in Hue are not out of this mainstream According to the results of the study on “The Feasibility of Teaching a Second Language to Students in Primary schools” conducted by Phan (2006), along with the teachers’ preference for structural technique, choral repetition and drill teaching, games were also used for motivating young learners to learn a second language in elementary schools Moreover, she also found that the activities of the feeling studying and playing interested elementary students of L2, for examples, games puzzles, songs and funny stories Another research of Ho (2011) about the teachers’ perceptions of the use of games for children to learn English at some primary schools in Hue city revealed that most of the teachers were deeply aware of the necessity and benefits of games in primary schools Moreover, most of the teachers agreed that games gave children opportunities for practicing in all language skills and they could form their basic communicative ability in English It hardly denies the significant effectiveness of using games in teaching English for children Using games in teaching is one of the most interesting and effective ways that can be applied in any classrooms In fact, most young learners in primary schools are keen on playing games, but not every game is suitable for every child; thus, the teacher has to be sensible with the selecting games in their teaching Moreover, teachers need to consider which games to use, when to use them and how to link them with the teaching in order to make the use of games in teaching English become more and more efficient (Khan, J.1996) In conclusion, there are many researches on the effectiveness as well as the perceptions of the teachers and students on using games in teaching and learning English In addition, many studies on the using games are also conducted in Hue city However, there are not many researches on the teachers’ choice and use of games in teaching English for young learners Therefore, it is necessary to carry out the research on this issue in order to have deep insight into the selecting and using games of the English teachers in Vietnam in general and English teachers in Hue in particular Based on the finding results, some solutions will be suggested to help the teachers choose and use games in teaching English to young learners more and more effectively 2.2 Theoretical background 2.2.1 Definition of games According to the Longman Dictionary of Language Teaching and Applied Linguistics (Richards, Platt & Platt, 1995), games are defined as “an organized activity that usually has the following properties: a particular task or objective, a set of rules, competition between players, and communication between players by spoken or written language” (p.89) Meanwhile, Hadfield (1996) and Toth (2005) define games quite simply They define a game as an activity with rules, a goal and element of fun Similarly, Byrne (1995) gives the definition to games as form of play governed by rules They should be enjoyable and fun They are not just a diversion, a break from routine activities, but a way of getting the learners to use the language in the course of the game Lee (1986, p.3) also points out that “games in the strict sense, which have a definite beginning and end and are governed by rules, shade off into game-like activities which have a less formal design” In general, there are many different definitions of game; however, they all point out that games involve many factors such as rules, competition, relaxation and learning, etc., and the main focus of using game in class is to help students learn and have fun However, it is important to remember that games in education must be 10 5.2 Implications 5.2.1 For teachers The study findings showed that most teachers were conscious of the necessity of using games in teaching English to young learners and they also reported that the students’ learning results also improved when using games in teaching For these reasons, it is suggested that teachers should use games frequently in their teaching English to young learners As the results of the study reflected, most teachers asserted that choosing games should be based on the three most important criteria that are aims of the lessons, students’ levels and students’ interest Therefore, it is recommended that when choosing a game for young learners, the teachers should combine it with the content of the lesson in order to help young learners absorb language naturally through playing On the other hand, because the students’ levels and interest are not similar, teachers should select and use various kinds of games to explore those students’ strengths and weaknesses in order to choose the most suitable games Moreover, to motivate all students to take part in the games, teachers should choose the games which are various kinds of organization from individual games, pair work games, group work games to team games Additionally, the results of the investigation also revealed that games should be categorized into the language aspects or language skills This can be very useful for the teachers saving time in finding and selecting the appropriate games for each lesson Furthermore, the finding results showed that according to many teachers, games for young learners were not plentiful and available and some of them feel tired because of preparing a lot of things for using games in teaching It is recommended that the teachers should collect and classify the games they are interested in into categories at the beginning As a result, teachers will have a 51 plentiful games collection according to categories; thus, it can help teachers save time and effort when selecting and using games in teaching Another suggestion is that teachers should make a collection of teaching aids made by the teachers in English teachers’ staff With this collection, teachers can store pictures, flashcards, posters, etc they used for their class together It will be helpful for reusing for other classes or other games 5.2.2 For administrators As the finding results reflected, there were remarkable differences between the teachers’ perceptions on using games and the reality of their using games The reason for this may be that most of the primary teachers in this study are original teachers of high schools, so they may lack experience in teaching English to young learners Therefore, it is recommended that the administrative authorities should create opportunities for primary teachers to attend to more workshops, conferences or training courses about teaching English to young learners so that the teachers can exchange experiences in teaching English to young learners as well as acquire new teaching methods In addition, English now is taught at most primary schools in our country; thus, it is necessary to have an English primary teaching staff that has enough knowledge about young learners and they should be trained to teach for young learners only Besides improving the teaching quality, the lack of facility is one of the biggest obstacles to teachers in choosing and using games in the teaching process In order to enhance educational benefits from using games in sufficient conditions, it is up to the educational authorities to make efforts to improve their facilities There are some suggestions raised by the teachers that the authorities should consider: 52  Each school should have more teaching aids such as video players, cassettes, picture books, specially the computers and projectors to make the use of games more interesting and effective  At most schools, using games in teaching is quite difficult because there are many students in each class In order to overcome this problem, the administrators should arrange students into small groups for English class; as a result, it is convenient for both teachers and students in the teaching and learning English  It is better if each school has well-equipped lab rooms to support the teaching and learning English without bothering other classes 5.3 Limitations of the study During the process of conducting this study, although the researcher made much effort, a number of shortcomings were unavoidable due to the major reasons  The scale of the study was limited to only 30 teachers at some primary schools in Hue city As a consequence, it is not potential to generalize the findings of the study to all primary schools teachers in Thua Thien Hue province in particular and primary school teachers in other cities or provinces  Furthermore, if there were more class observations to be conducted, the reality of teachers’ choice and use of games at some primary schools in Hue city will be clearer Thus, the results may be more exact and reliable 5.4 Suggestions for future researches Based on the limitations of this study as mentioned above, some recommendations for future researches can be as follows: Since the investigation was carried out with the limitation of the primary teachers in Hue city, the further research can be done in other cities or provinces 53 and compared the results to see the similarities and differences in the teachers’ selecting and using games in teaching English to young learners In addition, as discussed in chapter 4, most teachers reported that the games for young learners are not plentiful and available; it is recommended that the future research should focus on the designing games for teaching English to young learners 54 REFERENCES 1) Angelova, T G., & Lekova, B C (1995) A model of early childhood foreign language education through playing motoric games Retrieved March 17th, 2013, from ERIC database (ERIC Document Reproduction Service No ED397957) 2) Atake, K (2003) Using games to teach English in Japanese junior high school Retrieved March 17th, 2013, from ERIC database (ERIC Document Reproduction Service No ED479748) 3) Arifin, A (2009) LULU Gaines Used to Teach Vocabulary to Young Learners Retrieved on March 15th, 2013 from http://ojs.academypublisher.com 4) Bekiri, R (2003) Playing with questions - A game for young learners The Internet TESL Journal, Vol IX, No Retrieved on March 15th, 20013 from http://iteslj.org/Lessons/Bekiri-QuestionGame/ 5) Bell, J (1993) Doing your research project: a guide for first-time researchers in education and social science Open University press 6) Briody, P., Shang, H F & Wang, Y J (2011) Investigating the impact of using games in teaching children English International Journal of Learning and Development, 1(1), 127-141 7) Brown, J D (2001) Using Survey in Language Programs Cambridge: Cambridge University Press 8) Byrne, D (1995) Games In Teaching Oral English Harlow: Longman Group UK ed 9) Callum, G P (1980) 101 Word Games Oxford: MacMillan Heinemann 10) Carrier, M (1980) Take 5: Games and Activities for the Language Learner Hong Kong: Thomas Nelson and Sons Ltd p.6 55 11) Cervantes, E P (2009) Living Up College Class with Games English teaching Forum, 47 (3), 21-38 12) Chan, Y C & Lin, L C (2000) Competitive and cooperative games in EFL elementary school classroom Proceedings of ROCMELLA 2000, National Taipei University of Education, 123-147 13) Chen, I (2005) Using games to promote communicative skills in language learning The Internet TESL Journal, xi (2) 14) Chirandon, A., Laohawiriyanon, C & Rakthong, A (2010) The Effect of Teaching through Games Retrived on April 6th, 2013 from: http://sv.libarts.psu.ac.th/conference5/proceedings/Proceedings2/article/4pdf/006.pdf 15) Cohen, L., Manion, L & Maririson, K (2000) Research Methods in Education (5th ed.) 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a) Less than years b) Within and 10 years c) Within 11 and 15 years d) More than 15 years PLEASE READ THE FOLLOWING QUESTIONS CAREFULLY AND CIRCLE YOUR CHOICES: A TEACHERS’ PERCEPTION ON USING GAMES IN TEACHING ENGLISH FOR TO YOUNG LEARNERS: In your opinion, is it necessary to use games in teaching English? a) Very necessary b) Necessary c) Neutral d) Not necessary In your opinion, is it necessary to use games in teaching English to young learners? a) Very necessary b) Necessary c) Neutral d) Not necessary Is it necessary to choose games based on the criteria which are suitable with young learners? a) Very necessary b) Necessary c) Neutral d) Not necessary Should we divide games into categories for teaching language skills (reading, writing, listening, speaking) or language aspects (pronunciation, vocabulary, etc)? a) Very necessary b) Necessary c) Neutral 60 d) Not necessary How should games be created? a) Teachers should create games by themselves b) Games should be used from the language games textbook and adapted to appropriate with the learners’ level and culture c) Games should be provided by the prestigious educational organizations such as British Council d) Games should be provided by the Department of Education and Training or English Department in a united way Others:……………………………………………………………………………… ……………………………………………………………………………………… In which stage should games be used? (you can choose more than answer)(you should be aware that in this age learning and playing with English should be combined) a) Warm – up b) Presentation c) Practice d) Further practice In your opinion, using games in teaching young learners: a) helps students learn English language aspects as well as develops the language skills better b) motivates students joining the extracurricular activities better c) should use as the main way to teach language skills and language aspects d) is waste of time but less effective B REALITY OF CHOOSING AND USING GAMES IN TEACHING ENGLISH TO YOUNG LEARNERS: Do you often use games in your teaching to young learners? a) Always b) Often c) Sometimes d) Never Which criteria have you based on to choose games in your teaching? a) The aims of the lesson b) To support the extracurricular activities c) Learners’ interest and levels d) The requirements of the administrators 61 Others:……………………………………………………………………………… ……………………………………………………………………………………… 10 In which stage did you use games? (You can choose more than answer) a) Warm-up b) Presentation c) Practice d) Further Practice 11 How have games been organized? a) Telling the name of game - Explaining the rules – Organizing class to play games – Monitoring – Comment b) Explaining the rules - Organizing class to play games – Monitoring – Comment and reward c) Telling the name of game - Telling aims of games - Explaining the rules – Organizing class to play games – Monitoring – Comment d) Telling the name of game - Telling aims of games - Explaining the rules Organizing class to play games – Monitoring – Comment and reward 12 How did your students feel when you used games to teach them? a) Pleasant and interested b) Most of students were interested in playing games, some of them were passive c) Some students seemed lazy and did not want to play games because they felt shy and unconfident d) My young learners did not like games 13 How did you feel when using games to teach English? a) Happy, satisfied and interested b) Tired because there were a lot of thing to prepare when using games c) Uncomfortable because games are obliged when teaching English at my school d) I’m not interested in using games because it was not beneficial for my students in learning English Others:……………………………………………………………………………… ……………………………………………………………………………………… 14 In your opinion, what difficulties did the teachers encounter when using games in teaching English to young learners? a) Teachers’ way of using game was not good 62 b) Not all students were interested in playing games c) The teaching facilities have not been available d) Resource of games for teaching was not plentiful and sufficient Others:……………………………………………………………………………… ……………………………………………………………………………………… 15 How was your students’ learning result when you used games to teach them? a) Very good b) Good c) Normal d) Nothing changed C Solutions/ Suggestions to help the using games in teaching English for children more effectively: 16 In your opinion, what are criteria we should based on to choose the appropriate games to teach English for young learners? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 17 In your opinion, when using games to teach English, what conditions should be satisfied? Teachers (ex: teachers’ personalities, interest, levels, knowledge, etc.) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………… Students (ex: students’ characteristics, levels, interest, students’ involvement, etc.) ……………………………………………………………………………………… ……………………………………………………………………………………… 63 ……………………………………………………………………………………… ……………………………………… Games resource: (ex: which resourses, quality of games, aims of games, etc.) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Facility: (ex: CDs, cassettes, television, projectors, visual aids, etc.) ……………………………………………………………………………………… …… ……………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… THANK YOU FOR YOUR CO-OPERATION! 64 OBSERVATION SHEET Class:…………………………… Date: …………………………………………… Lesson:……………………………………………………………………………… Part/ Section:………………………Time allotted:…………… …………………… Aims:………………………………………………………………………………… Stage Name of game Aims of using games Warm-up Presentation Practice Furtherpractice 65 How is the game organized? Facility